Intern Name: Julia Mayo

Lesson Title (Subject/Topic): 1 and 2 sounds to a beat

Grade: Kindergarten
Length of Lesson: about 10 minutes
Date Taught: 2/3/22 and 2/4/22
LESSON PLAN TEMPLATE
In this lesson… I will be introducing 1 and 2 beats to kindergarten
Overview
Standards of K.1 The student will improvise and compose music.
Learning
Essential Questions WHat words have 1 or 2 beats?

Students will be able to…

Objectives Clap/sound out 1 and 2 beats

I can identify the difference between words with 1 beat and words with 2
Learning Target beats.
Necessary Prior intro to syllables
Knowledge
google slides
Materials

Introduction/Hook The pictures and words of things they know

Have the students come up to the board and either pick a picture and tell me
Instructional how many beats are in the word or ask them to pick one with 1 beat and have
them find one. Clapping helps a lot!
Activities &
Strategies

Key Vocabulary or the difference between 1 and 2

Concepts
Assessments ending activity

Closure Activity drag and drop

Accommodations none

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Resources google slides

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
Intern Name: Julia Mayo
Lesson Title (Subject/Topic): Sounds to a beat (1&2)
Date of Lesson Taught: 2/3/22 and 2/4/22
Cooperating Teacher & School: Mrs. Thornton at King’s Grant Elementary
Grade: Kindergarten
Time of Day: 1:05 in music

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?
I talked to my cooperating teacher to brainstorm some ideas for the lesson plan.

2. How did the SOLs and Objectives help focus your instruction?
I focused on the objective that has students composing rhythm.

3. What parts of the instructional plan worked as you anticipated?

The students were able to identify the words with 1 and 2 beats in the activity. They were also very respectful
with the other students took turns.

4. What, if any, adjustments needed to be made once you began?

The first time I taught it, I had the numbers spelled out and I think that confused the students.

5. How well did you anticipate the materials needed?

I only needed the google slide presented on the boards and the students used body percussion to clap along.

6. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)
I asked the students during the activity to identify the different beats. I also asked the students at the end how
many beats are in different words I called out.

7. To what degree do you feel that this lesson was a success? What evidence do you have for the success of
the lesson? (Hint: Student learning is the key to a lesson’s success!)
I think this lesson was a great success because by the end I had everyone call out how many beats are in the
words.

8. How did the time spent preparing for your lesson contribute to it’s success?
I had plenty of time to prepare the lesson and as I taught I made tweeks.

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
9. If you could do this lesson again with the same students, would you do anything differently? If so, what?
I wouldn’t really do anything differently. I believe this teaching experience went very well.

10. Any last comments/reflections about your lesson?

I’m very proud of how well this lesson went and I would love to teach it to other kindergarten classes.

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)